陶藝技能學習歷程中造形創作力的分流點與演進形式研究－以拉坯成形技術為例

A Study of the Separated Ponit and Evolution Model of Form Creativity in Learning Ceramic Forming Skills

李堅萍(Zen-Pin Lee) ； 林大維(Dawei Lin) ； 劉蕙儀(Huei-Yi Liu)

《臺北市立大學學報.人文社會類》 47卷2期 (2016/12) Pp. 1-16

https://doi.org/10.6336/JUTHSS.4702.001

摘要

技能是實現創作力的要件之一，文獻悉指稱高創作力必定有精熟技能；但在技能成長歷程中，高低創作力是何時分流的呢？本研究以造形創作力為例，設定研究目的為：探索高與低造形創作力大學生造形創作力的分流點與演進形式。經揀選495名學習陶藝的高造形創作力且技術精熟學生196名、低造形創作力且未習得技能學生131名為研究對象，開發「造形創作力評量表」與「陶藝技能形式檢核表」兩種研究工具，經信效度考驗，於技能學習歷程的第三、八、十三、十八週，分別施測兩研究工具，獲取研究對象的造形創作力與技能形式。結論：(1)第三層級「技能性動作形式」為高與低造形創作力學生造形創作力成效的分流點。(2)高造形創作力學生之造形流暢力、造形變通力、造形獨創力、造形精進力等的演進形式分別略呈反倒勾、浪紋、倒勾與斜升等四種線型。(3)低造形創作力學生則分別略呈斜L、反浪紋、平線、斜降等四種線型。建議教師應於學習者學習技術的歷程中，在對的時間點及時強化學習者的造形創作力。

關鍵字

造形創作力 ； 技能演進 ； 技能形式

並列摘要

Creativity is one of the basic elements of the innovation and skills, and it will be nothing without mastery skills. This study made form creativity for cases, set research purposes are: to explore the evolution model of form fluency, form flexibility, form originality, and form elaboration of (1) the excellent form creativity and mastery-skill students, and (2), and (3) the separated point of form creativity (total scores) of evolution model. From 495 examples of university students learned the ceramic craft skills, 196 excellent form creativity and mastery-skill students, and 131 weak form creativity and non-skill students had been selected to be the last examples. This study developed two research tools: ＂Evaluation list of form creativity＂ and ＂Checklist of ceramic craft psychomotor form.＂ After 18-week instructions of ceramic craft skill, this study used ＂Evaluation list of form creativity＂ and ＂Checklist of ceramic craft psychomotor form＂ research tools to get form creativity and psychomotor forms of 196 and 131 examples at the 3rd, 8th, 13th, and 18th week. The conclusions are: (1) the separated point of form creativity (total scores) of evolution model is at the 3rd level psychomotor form. (2) The four evolution models of form fluency, form flexibility, form, form originality, and form elaboration of excellent form creativity and mastery-skill students are inverse-reverse- spoon line type, wave line type, reverse-spoon line type, and oblique ascension line type. (3) The four evolution models of form fluency, form flexibility, form, form originality, and form elaboration of weak form creativity and non-skill students are oblique L, inverse-wave, horizon, and oblique down line type. The suggestions are: teachers should strengthen the form creativity of learners at the right time point of skill learning process.

並列關鍵字

form creativity ； skill evolution ； psychomotor form

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